An International Learning Community in Japan PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download An International Learning Community in Japan PDF full book. Access full book title An International Learning Community in Japan by John Misselhorn. Download full books in PDF and EPUB format.
Author: John Misselhorn Publisher: iUniverse ISBN: 0595392881 Category : Biography & Autobiography Languages : en Pages : 69
Book Description
For a time, I lived and worked in Japan in the beautiful city of Kitakyushu and taught English as a Foreign Language to the Japanese. An International Learning Community in Japan is the story of my experiences in Japanese society and also a discussion of my theories and techniques of teaching English to Japanese people. So what makes this book different from the many other books by Westerners who have lived in Japan and written about their experiences or other books about teaching English in Japan? The entire work is unified under the central theme of an international, creative learning community that my students and I created together. It is a concept that describes the relationship that evolved between my students and me. This book will be of interest to anyone with a general appreciation of Japanese culture or who desires to learn about teaching in Japan. This book is not only about how Japanese and American cultures differ, but it also offers a unique vision of international communication and understanding. So this is a story of close international friendship. Journey to Japan with an American English teacher who discovers a beautiful, gentle culture, new educational ideas and his heart!
Author: John Misselhorn Publisher: iUniverse ISBN: 0595392881 Category : Biography & Autobiography Languages : en Pages : 69
Book Description
For a time, I lived and worked in Japan in the beautiful city of Kitakyushu and taught English as a Foreign Language to the Japanese. An International Learning Community in Japan is the story of my experiences in Japanese society and also a discussion of my theories and techniques of teaching English to Japanese people. So what makes this book different from the many other books by Westerners who have lived in Japan and written about their experiences or other books about teaching English in Japan? The entire work is unified under the central theme of an international, creative learning community that my students and I created together. It is a concept that describes the relationship that evolved between my students and me. This book will be of interest to anyone with a general appreciation of Japanese culture or who desires to learn about teaching in Japan. This book is not only about how Japanese and American cultures differ, but it also offers a unique vision of international communication and understanding. So this is a story of close international friendship. Journey to Japan with an American English teacher who discovers a beautiful, gentle culture, new educational ideas and his heart!
Author: Eisuke Saito Publisher: Routledge ISBN: 1317803795 Category : Education Languages : en Pages : 109
Book Description
Lesson Study has been actively introduced from Japan to various parts of the world, starting with the US. Such introduction is heavily connected with a focus on mathematics education and there is a strong misconception that Lesson Study is only for mathematics or science. The introduction is usually done at the departmental or form level and there has been a strong question about its sustainability in schools. This book comprehensively explores the idea of Lesson Study for Learning Community (LSLC) and suggests that reform for the culture of the school is needed in order to change learning levels among the children, teachers and even parents. In order for this to happen, the ways of management and leadership are also included as objectives of LSLC, as are practices at the classroom level. It argues that LSLC is a comprehensive vision and framework of school reform and needs to be taken up in a holistic way across disciplines. Chapters include: How to Create Time How to Build the Team How to Promote Reform How to Reform Daily Lessons How to Conduct a Research Lesson How to Discuss Observed Lessons How to Sustain School Reform based on LSLC Strong interest in LSLC is already prevalent in Asian countries, such as Japan, China, Korea, Taiwan, Indonesia, Vietnam and Singapore and is now being introduced more in the west. This book will be of great interest to those involved in education policy and reform, and for practitioners of education at all levels.
Author: Atsushi Tsukui Publisher: Routledge ISBN: 1317426762 Category : Education Languages : en Pages : 196
Book Description
School as Learning Community (SLC), or Lesson Study for Learning Community (LSLC) represents an approach to lesson study that emerged in Japan in the 1990s and which has been studied intensively by educators and researchers worldwide to establish democratic learning communities for teachers and students in schools. The model, which involves all teachers in a school observing and sharing a lesson together, creates a listening pedagogy to embrace and develop diversity of learning in each teacher and student – a practice that is as yet, not commonly researched in Asian countries outside of Japan. The book’s theoretical foundation reviews existing literature on SLC and LSLC in the Japanese contexts of educational theories and practices. The chapters discuss patterns of learning practices and the challenges of conducting LSLC in Japan, Taiwan, Korea, Indonesia, and Vietnam. Recommendations for research and practice involving SLC/LSLC are also provided in the book with a key focus on the impact of lesson study on school reform policies.
Author: Kaori H. Okano Publisher: Routledge ISBN: 1317755111 Category : Education Languages : en Pages : 208
Book Description
Nonformal Education and Civil Society in Japan critically examines an aspect of education that has received little attention to date: intentional teaching and learning activities that occur outside formal schooling. In the last two decades nonformal education has rapidly increased in extent and significance. This is because individual needs for education have become so diverse and rapidly changing that formal education alone is unable to satisfy them. Increasingly diverse demands on education resulted from a combination of transnational migration, heightened human rights awareness, the aging population, and competition in the globalised labour market. Some in the private sector saw this situation as a business opportunity. Others in the civil society volunteered to assist the vulnerable. The rise in nonformal education has also been facilitated by national policy developments since the 1990s. Drawing on case studies, this book illuminates a diverse range of nonformal education activities; and suggests that the nature of the relationship between nonformal education and mainstream schooling has changed. Not only have the two sectors become more interdependent, but the formal education sector increasingly acknowledges nonformal education’s important and necessary roles. These changes signal a significant departure from the past in the overall functioning of Japanese education. The case studies include: neighbourhood homework clubs for migrant children, community-based literacy classes, after-school care programs, sport clubs, alternative schools for long-term absent students, schools for foreigners, training in intercultural competence at universities and corporations, kôminkan (community halls), and lifelong learning for the seniors. This book will appeal to both scholars of Japanese Studies/Asian Studies, and those of comparative education and sociology/anthropology of education.
Author: Jo Mynard Publisher: Multilingual Matters ISBN: 178892892X Category : Psychology Languages : en Pages : 205
Book Description
This book provides an in-depth exploration of psychological phenomena affecting language learning within a social learning space. Drawing on the literature from identity in second language learning, communities of practice and learner beliefs, in conjunction with other individual difference factors, it uncovers perceptions and assumptions that language learners have of the space and how they affect their relationship with it and the people within it. Readers will gain a greater understanding of how psychological phenomena shape a space and how a learning space can contribute to a wider learning ecology. This book will appeal to researchers interested in language learning beyond the classroom and psychological aspects of language acquisition, as well as to practitioners and professionals who are supporting learners outside the classroom.
Author: United States Advisory Commission on International Educational and Cultural Affairs Publisher: ISBN: Category : Cultural relations Languages : en Pages : 196
Author: Erica Zimmerman Publisher: Multilingual Matters ISBN: 1788923529 Category : Language Arts & Disciplines Languages : en Pages : 334
Book Description
This book addresses several pressing concerns of teachers and researchers who are looking for ways to integrate technology use in and out of their classrooms and assess its usefulness in the learning process. It provides an up-to-date examination of technology-supported pedagogy and language acquisition in a variety of Japanese as a foreign or second language contexts. It equips readers with practical pedagogical information, including methods of implementation and learning assessment, and ideas for how technology can be applied to achieve a wide range of learning objectives. The topics examined include cultural learning, identity construction, speaking, reading, writing, pronunciation, collaborative online learning, digital and 3D virtual reality games, online text analysis, and participation in online communities. In addition, different e-learning configurations such as flipped, online, and distance learning classrooms are explored. Studies examine various current technologies (e.g. blogs, synchronous/asynchronous telecollaboration, corpus analysis software, modern pronunciation tools) and will have both direct and indirect consequences for teaching and learning a second/foreign language with technology across all languages.
Author: Kristin N. Rainville Publisher: IAP ISBN: Category : Education Languages : en Pages : 493
Book Description
This edited book on Faculty Learning Communities (FLCs) provides and explores powerful examples of FLCs as a impactful form of professional learning for faculty in higher education. The chapters describe faculty learning community initiatives across different fields of study and within dynamic and flexible teaching and learning models. Contributing authors provide a framework for faculty learning communities, show the impact of faculty learning communities on teaching practices or student learning, and describe how these communities of practice can lead to institutional change. The book’s foreword, by Milton D. Cox, investigates the changes in the FLC world over the past decade: the influence of Communities of Practices (CoP), recent recommendations about virtual FLCs and CoPs, and the positive affirmation for FLCs that implementation science has provided.
Author: Ali Fuad Selvi Publisher: Springer ISBN: 9811064210 Category : Education Languages : en Pages : 246
Book Description
This book employs the realm of English Language Teaching (ELT) as a discursive point of departure to explore how individuals, groups, entities and institutions apprehend, embrace, deal with, manipulate, problematize and resist glocal flows of people, ideas, information, goods, and technology. It apprehends and attends to tensions arising from the fluidly local-global construction and negotiation of borders of identity and interaction within a diverse array of contexts and English education therein. These tensions, whether conceptual or pedagogical, may arise in and through governmental and institutional policymaking, teacher training, or curriculum and materials development, and in the learning experience both within and beyond the classroom, as teachers and students engage with course content and each other.
Author: John Misselhorn
Author: John Misselhorn
Author: Eisuke Saito
Author: Atsushi Tsukui
Author: Kaori H. Okano
Author: Jo Mynard
Author: 
Author: United States Advisory Commission on International Educational and Cultural Affairs
Author: Erica Zimmerman
Author: Kristin N. Rainville
Author: Ali Fuad Selvi